This site is dedicated to the professional and academic work of Dr. Angela Dye.
Empowerment Starts Here with the informant, Justin Schleider (cick here to listen to the episode).
I met Justin on Twitter and he is one of my biggest supporters. In the blog that I wrote about power and public engagement, I think he shared it about 50 times! Well, that might be a little bit of a stretch but trust me, Justin has proven to be a Dye-fan and in return, he certainly has a fan in me!!
Scroll down to access links and other resources mentioned in Episode 24- “The Case of Learning and Moving.”
Justin Currently teaches physical education, health, and technology in Springfield Elementary School grades prek-6th in NJ. He has taught there for 5 years. He previously taught for 5 years at Mercer County Special Services and Lambertville Public School. He is the brain behind
#slowchatpe and http://slowchatpe.wordpress.com which is the impetus for the slow chat (question a day) on Twitter and Voxer. He is also the co-creator of http://voxerpe.com and the voxer physical education chat which has 500 physical education teachers from all over the world.
Are you struggling with power dynamics at your job, school or home? Know that a life coach can help you problem solve!! Please contact me if you want to learn more.
In this my conversation with Justin, you will hear us talk about the role of movement as it relates to learning. Here you will learn that as you move, you grow brain cells, more information is moved from your short-term memory to your long-term memory; and how moving positions students to construct knowledge (not just to take in knowledge).
If you are a teacher, you will get some power lesson ideas on teaching about the least common multiples (math), grids (social studies), character and plot (language arts) and the digestive system (science). So clearly, movement is more than a physical education experience! You can use it across multiple disciplines!
Please visit our Episodes at a Glance page to get a full list of episodes for Seasons 1 and 2.
If you are not a teacher, please join me as a social scientist and think about the role of schooling in the brain development of disadvantaged learners.
In the close out of the show, I talk specifically about restrictive nature of “no-excuses” schooling movements that pride themselves on getting high results among students who are socioeconomically and racially disadvantaged. Many of those models discipline students for moving and pride themselves on have students sitting in very rigid postures. If this is the mode of instruction throughout the day, and if what Justin says about moving and the brain (which it is!), then what does the no-excuses movement have on the brains of those who rightly need to be in environments with high academic expectations?
Note: This is not an indictment on all “No-excuses” schools. Only those (and others) that do restrict students movement to some artificial code of behavior respectability.
To hear the full conversation, please click here (will be released on 3/20/18). Also check out some of the links below as they were resources referenced throughout the episode.
Key Points Discussed:
Resources and Links Mentioned in the Episode:
Terms and Concepts:
Movement; Moving; Constructivism; Math Instruction; Science Instruction; Social Studies Instruction; Language Arts Instruction; Interdisciplinary Learning; Brain Development;
Other Episodes Mentioned:
I do apologize for the choppiness of the recording. Not sure what happened but wanted to keep the recording because I thought overall, it had more value than it had challenges! Thank you for your continued support!
At the end of the third 3rd question, we started talking about introversion and extroversion. I said extroverts make up about 80% of the population and that was not correct. A more accurate reading would be to say that extroverts make up between 50-74% of the population (although I personally believe the higher end of that range to be the best representation).
The Full Link for the Episode…